ELA.01

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SUMMARY

KEY INFORMATION

In this Cornerstone, students will analyze how August Wilson builds tension and orchestrates surprises in his play, Fences, then identify and rank important lines in the play. They will discuss rationales for their rankings, respond to each other's rationales, and write rationale statements to defend their ranking. Students will then select one line to perform. This culminates in students performing their lines in a collective performance, and writing reflective short essays to describe the impact off the performance on their comprehension of the play. This deeper comprehension will then be used to finalize the essay responding to the prompt, "How does August Wilson use stories within the story to build mystery, tension, and surprise in the play, Fences?" 

GRADE
9

TOPIC
Most Important Lines

LESSONS
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DURATION
2 Days

INSTRUCTIONAL MODEL
Close Reading / Close Study

AUTHOR(S)
Chrisanne Lahue




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RESOURCES

The lessons for this Cornerstone require the resources listed below. More information regarding the use of each of the resources can be located in the Cornerstone lesson plans.

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TEXTS AND WEBSITES

Fences by August Wilson

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SUPPLIES & TECHNOLOGY

This Cornerstone does not require any materials

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CURRICULUM INTEGRATION

Cornerstones are relevant, rigorous, and aligned to national learning standards. Use the tabs below to learn more about aligning to standards, embedding the Cornerstone in your unit of study, and preparing to teach the Cornerstones.

 

STANDARDS


RL.9.4 Analyze the cumulative impact of specific word choices on meaning and tone. 

RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within in, and manipulate time create such effects as mystery, tension, or surprise. 

RL.9.3. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 



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LESSON PACING

Below is a recommended pacing for this Cornerstone and the objective for each lesson. More information regarding each lesson can be located in the Cornerstone lesson plans.

DAY

OBJECTIVE
Day 1 Students will select the 5-10 most important lines from the play, Fences. Students will rank those lines and then write brief rationale statements, providing their reasoning and supporting their ideas with their comprehension of the play. 

Day 2

Students will select one line to perform for the class. After students practice performing their lines, they will move into small groups and then into one large group. Students will whip around and say their line. After everyone has performed their lines, students will respond to reflection questions. 

 

 


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